The impact of banning mobile phones in Swedish secondary schools

Kessel, Dany; Hardardottir, Hulda Lif; Tyrefors, Björn

doi:10.1016/j.econedurev.2020.102009

Cited by 29 publications

(18 citation statements)

References 14 publications

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“…Researchers underline that mobile phone use in classes should not be disregarded (Beland & Murphy, 2016). In a similar study by Kessel, Hardardottir, and Tyrefors (2020) in Sweden, it was determined that banning mobile phones have no effect on student performance.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Views on the Use of Mobile Phones in Schools

Alakurt

Yılmaz

2021

Journal of Computer and Education Research

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Mobile phones are the most popular and widely used mobile devices in the world. Besides providing users with different communication facilities (SMS messages, voice or video calls, social media etc.), they can also be used as a powerful tool for teaching and learning. Despite this popularity and widespread, the use of mobile phones in schools is the most controversial issue in Turkey, as well as all over the world. This study was aimed to determine the views of ICT teachers on students' use of mobile phone in schools. The survey research was used in this study. Data were collected from 424 teachers working at secondary schools, high schools and vocational/technical high schools in Turkey. The results of the research revealed that mobile phones have become an indispensable tool for teachers to both access information and communicate in their professional and personal lives. On the other hand, it was determined that ICT teachers lean towards bans or restrictions on the use of mobile phones by students at school due to pedagogical concerns. We also found that teachers have different views about whether mobile phones are a need for students or not, although mobile phones are an important means for communication and gaining information in their lives. The results of the research showed that education and guidance activities for effective use of mobile phones are not carried out in most of the schools.

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Section: Discussionmentioning

confidence: 99%

Teachers’ Views on the Use of Mobile Phones in Schools

Alakurt

Yılmaz

2021

Journal of Computer and Education Research

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“…However, despite this, knowledge about the role of phones in the classroom and the ways in which they interact with teaching and other activities is still limited. Instead, research on smartphone presence and use in the classroom has, among other things, focused on the link between phone bans and student school performance (Beland & Murphy, 2016;Kessel et al, 2019), showing contradictory results. Research has also highlighted so called e-learning and the impact of phone use on student learning (Kuznekoff & Titsworth, 2013;Wei et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Social Excursions During the In-between Spaces of Lessons. Students’ Smartphone Use in the Upper Secondary School Classroom

Olin-Scheller

Tanner

Asplund

et al. 2020

Scandinavian Journal of Educational Research

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In this article, we focus on smartphone use initiated by students during lessons, with the aim of deepening the knowledge of when and why this use happens. Our methodological approach is video-ethnographic. The empirical data consists of 20 focus students in 9 upper secondary school classes, comprising 70 h of video material. The results show that the use of smartphones most often occurs in what we call the inbetween spaces during lessons. These spaces are individual and negotiated within the classroom interaction frames. We argue that turning to one's phone during an in-between space may largely be seen as a social excursion that is generally smoothly and tactfully integrated into the social order of the classroom.

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“…This creates a co-constructed solution that may be accepted by schools, parents and children, by balancing out the risks using limits and boundaries. They communicate how schools could have a ban on mobile phones, which from a school's perspective can be deemed the most low-cost and effective policy (Kessel et al, 2020), but still create situations in which children could still contact home themselves, without using their own mobile phones. Participants showed equal involvement in the conversation, added to each other's sentences, forming a solution together.…”

Section: Tt (Child)mentioning

confidence: 99%

What are parents' and children's co‐constructed views on mobile phone use and policies in school?

2022

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Increasing ownership of mobile phones by children increases pressure on schools to create mobile phone policies. This study investigated parents' and children's co-constructed views of mobile phone use at school. Nine parents and child (aged 10 to 11 years) dyads were interviewed. The data were analysed using Reflexive Thematic Analysis. Generally, parents and children held shared views of the importance of having phones to keep in contact alongside an awareness of the risks. Hearing the children's and parents' co-constructed views and solutions highlight the potential positive impact of their involvement in co-developing school mobile phone policies.

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The impact of banning mobile phones in Swedish secondary schools

Cited by 29 publications

References 14 publications

Teachers’ Views on the Use of Mobile Phones in Schools

Teachers’ Views on the Use of Mobile Phones in Schools

Social Excursions During the In-between Spaces of Lessons. Students’ Smartphone Use in the Upper Secondary School Classroom

What are parents' and children's co‐constructed views on mobile phone use and policies in school?

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